1. Differentiation for Middle School students
11/17/10

2. Objective:
TPW share ideas for differentiating their content with peers and begin the process of proactively planning for differentiation in the future.

4. A Look Back!

8. Think / Pair / Share
Share with a partner your personal definition of differentiation.

9. Jigsaw
Discuss in grade level groups the following myths about differentiation:
- 6th Grade (Myths 1- 3)
- 7th Grade ( Myths 4-6)
- 8th Grade ( Myths 7-10)

11. #1: Content Goals are Defined
All of you are masters of your content. You know the standards and teach to them in your classrooms.

12. #2: Learning Differences are Acknowledged
Instruction should begin with the students. Differentiation isn’t possible without first identifying and understanding the needs of your students.

14. #3: Three Types of Assessment are Employed
Preassessment
Formative Assessment
Summative Assessment

17. #4: Curriculum and Instruction Foster Brain-Compatible Learning
What do the experts say regarding the best practices for teaching your subject?

18. #5: Classroom Environment Respects Active Learning
Are there routines in place?
Are they comfortable with everyone doing something different?
Are students allowed to pursue and discuss their passions?

19. Band Aid Analogy!

20. It’s OKAY to be AWED!

21. #6: Learners Develop 21st Century Skills
Higher Order Thinking Skills
Creative Thinking
Critical Reasoning
Self-Regulation

22. #7: Flexible Grouping Do you group for instruction?
Do the groups change according to students’ needs or are they static?

23. #8: Tiered Assignments
Teach to the most capable student in your classroom and then scaffold down!

24. Start Small!
Begin by differentiating into two levels. All students are doing respectful, valuable work that will allow them to contribute to discussion, but one is more deep.

25. Example #1 Differentiated ‘current event’ homework: Level 1 Level 2
In what ways might this information influence voters?
Does the author appear to be biased in any way?
How does the location of the event have any influence on what happened?
Who? What? When? Where? Why?
What is your personal opinion of this article?

26. Example #2 Differentiated journal prompts: (S.S.)
Prompt 1 (Basic) “Martin Luther King said, ‘I have a dream!’. List some of the things you wish for the future of the world?”
Prompt 2 (Advanced) “In Martin Luther King’s ‘I Have A Dream” speech he used a particular oratorical format. Using the same format, write a speech in which you share your hopes and dreams.?

27. Differentiated journal prompts: (L.A.)
Prompt 1 (Basic) “In this chapter of The Outsiders, what did Ponyboy do? Why do you think he made this choice?”
Prompt 2 (Advanced) “How did you feel about Ponyboy’s choice to run away with Johnny? What else might he have done?”

28. #9: The Learning Environment is Interesting, Enjoyable, Challenging and Choice Filled
How can you make your content magical, engaging, or awe-inspiring? (Ron Clark Example)

29. #10: Students Develop Learning Autonomy
Our goal should be to work ourselves out of a job by teaching our students how to learn and to love learning!

30. Let’s Pause!
Think of a lesson you will be teaching tomorrow. Ask yourself the questions on the next slide.

32. Think / Pair / Share
Work in grade-level content groups to plan a differentiated activity you can use in the next two weeks.

35. Rigor and Extension Activities
Next Time:
Rigor and Extension Activities

36. Your Homework

37. Please Complete the Avondale District PD Reflection Form!

38. Created by Jason McIntosh November 2010 Template by: Animation Factory jmcinto@avondale.k12.az.us